A Structural Equation Model of the Interplay Between Life Skills, Resilience, and Self- Compassion in Predicting Mental Health Among University Students

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The study aimed to inform strengths-based counseling interventions targeting emerging adults facing academic and emotional challenges. Method A cross-sectional design was employed with 327 undergraduate students (M = 20.7, SD = 4.25) from X University of X, X. Participants completed validated measures of life skills, self-compassion, resilience, and psychological distress. Structural equation modeling (SEM) and bootstrapped mediation analysis (5,000 resamples) were conducted. Results Life skills were positively associated with both self-compassion and resilience. Self-compassion and resilience, in turn, were negatively associated with psychological distress. The direct effect of life skills on mental health was nonsignificant. However, both self-compassion and resilience fully mediated the relationship between life skills and mental health. The model accounted for 13% of the variance in psychological distress. Conclusions These findings suggest that life skills may enhance student mental health primarily by fostering internal psychological resources. Counseling interventions that integrate life skills training with approaches that promote self-compassion and resilience could potentially reduce distress and support well-being in university settings, although longitudinal or experimental studies are needed to confirm these effects. Life skills Self-compassion Resilience Psychological distress University students Counseling interventions Figures Figure 1 Introduction The mental health of university students has emerged as a critical global concern, with increasing rates of anxiety, depression, and stress reported across diverse higher education settings( 1 ). The transitional nature of university life—marked by academic demands, identity exploration, and changing social environments—renders students particularly vulnerable to psychological distress during emerging adulthood. These challenges not only affect students’ academic performance but may also impede their long-term personal and professional development. Accordingly, identifying and understanding modifiable protective factors that enhance mental health and well-being in this population is a growing priority in counseling psychology. One such factor is life skills , broadly defined by the World Health Organization ( 2 ) as adaptive and positive psychosocial abilities that enable individuals to deal effectively with the demands of everyday life. These skills—including decision-making, communication, emotional regulation, and creative thinking—are teachable and can empower students to manage interpersonal conflict, cope with academic stress, and navigate emotional difficulties ( 3 ). Although prior research supports the positive impact of life skills on student well-being ( 4 ), less is known about the psychological mechanisms by which life skills may foster mental health. Two promising candidates for such mechanisms are resilience and self-compassion . Resilience refers to one’s ability to adapt positively to adversity and bounce back from challenges ( 5 ). Resilience is consistently associated with reduced psychological distress and enhanced mental functioning in university populations ( 6 ). Self-compassion , on the other hand, involves treating oneself with kindness, recognizing shared humanity, and maintaining mindful awareness in the face of hardship ( 7 ). It fosters emotional balance and reduces rumination, self-judgment, and anxiety ( 8 ). While the two constructs share some conceptual overlap—both involve adaptive coping and emotional regulation—resilience is typically framed as a response to external adversity, whereas self-compassion represents an internal relational stance toward one’s own suffering ( 9 ). Importantly, both resilience and self-compassion may function as mediators in the relationship between life skills and mental health. Life skills may enhance students’ capacity to respond adaptively to challenges (resilience) and simultaneously cultivate a more compassionate inner dialogue during distress (self-compassion). However, research testing these dual pathways in a single, integrated model remains limited, particularly in non-Western, collectivist contexts such as X, where relational and cultural norms may shape how these constructs operate. For example, cultural emphasis on family harmony and self-sacrifice may complicate the expression of self-kindness or individual autonomy, potentially influencing the protective effects of life skills and self-compassion. From a theoretical perspective, this study is grounded in the Positive Youth Development (PYD) framework ( 10 ), which highlights the role of personal strengths such as life skills, resilience, and self-compassion in promoting adaptive functioning and psychological well-being. The Transactional Model of Stress and Coping ( 11 ) further informs our approach, suggesting that individuals’ appraisal and mobilization of internal coping resources critically shape their responses to stressors. The present study addresses key gaps in the literature by testing a structural equation model in a sample of 327 undergraduate students in X. Specifically, we examine the indirect effect of life skills on mental health through resilience and self-compassion , using validated, culturally adapted instruments. Mental health is operationalized through the General Health Questionnaire-28 (GHQ-28), which assesses somatic symptoms, anxiety/insomnia, social dysfunction, and depression ( 12 , 13 ). As higher scores on the GHQ-28 reflect greater psychological distress, lower scores are interpreted as better mental health outcomes . The research question guiding this study is: To what extent do life skills predict better mental health outcomes in university students, and are these effects mediated by resilience and self-compassion? Based on prior theory and empirical evidence, we hypothesized : Life skills will be positively associated with resilience. Life skills will be positively associated with self-compassion. Resilience will be negatively associated with psychological distress (i.e., positively associated with better mental health ). Self-compassion will be negatively associated with psychological distress. We explored whether life skills are directly associated with mental health, in addition to indirect effects via resilience and self-compassion. Based on prior evidence, this pathway was expected to be weaker or non-significant. 6a. Resilience will independently mediate the relationship between life skills and psychological distress. 6b. Self-compassion will independently mediate the relationship. 6c. Resilience and self-compassion will jointly and in parallel mediate the relationship between life skills and mental health. Method Participants The study sample consisted of 327 undergraduate students (233 women, 94 men) enrolled at X University of X, X. Participants ranged in age from 18 to 32 years (M = 20.7, SD = 4.25). Students were recruited from various academic disciplines using a convenience and volunteer sampling method. Participation was voluntary and anonymous. The sample size was deemed sufficient for structural equation modeling (SEM), following recommended guidelines for complex models. Procedure Data collection was approved by the ethics committee of X University of X. Participants were informed of the study's purpose and procedures and provided informed consent prior to participation. Questionnaires were administered in paper-and-pencil format during classroom and campus-based sessions. Students completed the battery of self-report measures independently in approximately 20–30 minutes. No incentives were offered, and data confidentiality was maintained throughout the study. Measures Life Skills Life skills were measured using the Life Skills Questionnaire developed by Saatchi et al. ( 3 ), specifically designed for X cultural and educational contexts. This instrument consists of 40 items rated on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree) and assesses ten core dimensions: self-awareness, life purpose, interpersonal communication, interpersonal relationships, decision-making, mental health and hygiene, problem-solving, cooperation and participation, creative thinking, and critical thinking. Higher scores indicate stronger life skills, with total scores ranging from 40 to 200. In the current study, internal consistency was excellent (Cronbach’s α = .93). Resilience Resilience was assessed using the Connor–Davidson Resilience Scale (CD-RISC; Connor & Davidson, 2003) , which includes 25 items rated on a 5-point Likert scale (0 = not true at all to 4 = true nearly all the time). The scale covers five factors: ( 1 ) personal competence, ( 2 ) trust in instincts and tolerance of negative affect, ( 3 ) acceptance of change and secure relationships, ( 4 ) control, and ( 5 ) spiritual influence. Total scores range from 0 to 100, with higher scores indicating greater resilience. The CD-RISC has been validated in X populations ( 14 ). In the present study, the Cronbach’s alpha was .92, indicating excellent reliability. Self-Compassion Self-compassion was measured using the Self-Compassion Scale – Short Form (SCS-SF) developed by Rees et al. ( 15 ), based on the original scale by Neff ( 7 ). The SCS-SF consists of 12 items across six subscales: self-kindness, self-judgment, common humanity, isolation, mindfulness, and over-identification. Each subscale includes two items, and responses are rated on a 5-point Likert scale (1 = almost never to 5 = almost always). Negatively worded items (e.g., self-judgment, isolation) are reverse-scored. Higher total scores indicate greater self-compassion. The scale has been psychometrically validated in Persian populations ( 16 ). In the current study, internal consistency was acceptable (Cronbach’s α = .83). Mental Health Psychological distress was assessed using the General Health Questionnaire–28 (GHQ–28; Goldberg & Williams, 1988) . This widely used screening tool includes 28 items measuring four subscales: somatic symptoms, anxiety/insomnia, social dysfunction, and depression. Items are rated on a 4-point Likert scale (0 to 3), with higher scores reflecting greater psychological distress. A total composite score was used in this study to represent general mental health (reverse-coded so that higher scores reflect better mental health). The GHQ–28 has been extensively validated in X ( 13 ), with strong psychometric properties. In this study, Cronbach’s alpha was .81, indicating good reliability Analytic Strategy Data analysis was conducted using SPSS and AMOS (version 24). First, descriptive statistics, internal consistency (Cronbach’s alpha), and bivariate correlations among study variables were computed. Second, confirmatory factor analyses (CFA) were conducted to assess the construct validity of each scale. Third, structural equation modeling (SEM) was employed to test the hypothesized model, including direct and indirect pathways. Model fit was evaluated using standard indices: Chi-square/df (χ²/df), Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Square Residual (SRMR), Comparative Fit Index (CFI), and Tucker-Lewis Index (TLI). Finally, mediation analysis was performed using bootstrapping (5,000 samples) to assess indirect effects, with 95% confidence intervals. Results Descriptive Statistics and Correlations Descriptive statistics, internal consistency estimates, and bivariate correlations among the study variables are presented in Table 1 . All scales demonstrated acceptable to excellent internal consistency, with Cronbach’s alphas ranging from .79 to .94. Life skills were positively correlated with resilience (r = .47, p < .01) and self-compassion (r = .53, p < .01), and negatively correlated with psychological distress (r = –.36, p < .01). Resilience and self-compassion were also positively correlated with each other (r = .54, p < .01) and negatively associated with psychological distress (r = –.59 and r = –.63, respectively; both p < .01). Confirmatory Factor Analyses (CFA) To assess the construct validity of each measurement instrument, separate confirmatory factor analyses (CFAs) were conducted. All scales demonstrated adequate model fit. For example, the CFA for life skills yielded good fit indices: χ²(178) = 340.76, p < .001; CFI = .94; TLI = .93; RMSEA = .05; SRMR = .04. The self-compassion scale also showed an acceptable fit: χ²(264) = 519.96, p < .001; CFI = .94; TLI = .93; RMSEA = .05; SRMR = .05. Factor loadings across all instruments ranged from .42 to .85, indicating satisfactory item performance (see Table 2 ). Structural Equation Modeling (SEM) The hypothesized structural model showed acceptable fit to the data: χ²(238) = 685.71, p < .001; CFI = .90; RMSEA = .06; SRMR = .10. Standardized path coefficients are depicted in Fig. 1 . Life skills significantly predicted both self-compassion (β = .51, p < .01) and resilience (β = .35, p < .01), but its direct association with mental health was nonsignificant (β = .10, p = .19). In contrast, both resilience (β = –.30, p < .01) and self-compassion (β = –.69, p < .01) were significantly and negatively associated with psychological distress. The model accounted for 13% of the variance in mental health. Mediation Analyses Bootstrapping procedures with 5,000 resamples were used to examine the indirect effects of life skills on mental health via resilience and self-compassion. Results revealed significant indirect effects through both mediators. Specifically, the total indirect effect was significant (β = –.52, SE = .11, 95% CI [–.77, –.33], p < .001). The indirect effect through self-compassion was larger (β = –.27, SE = .08, 95% CI [–.47, –.15], p < .001) than that through resilience (β = –.08, SE = .03, 95% CI [–.16, –.03], p < .001). The direct effect of life skills on mental health was nonsignificant, indicating full mediation by the two psychological resources (see Table 3 ). Summary of Hypothesis Testing Hypotheses 1 through 4 and 6a–6c were supported by the data. Although a direct relationship between life skills and mental health was explored (Hypothesis 5), this association was nonsignificant, providing further evidence for the mediating roles of resilience and self-compassion. Discussion The present study examined how life skills influence mental health in university students, focusing on the mediating roles of self-compassion and resilience. Using structural equation modeling, the findings supported a full mediation model in which life skills were indirectly associated with better mental health via both mediators. The model accounted for 13% of the variance in psychological distress , as measured by the GHQ-28. While 13% may appear modest, this level of explained variance is considered acceptable in psychological models addressing complex human experiences, where multiple interacting factors contribute to mental health outcomes ( 17 ). This also highlights the likelihood that additional psychological, social, and contextual variables—such as emotional intelligence, academic pressure, or family dynamics—may further influence student mental health and warrant investigation in future research. Life Skills as Foundational Competencies. The results emphasize that life skills serve as foundational personal assets that facilitate the development of broader internal strengths. In line with the Positive Youth Development framework ( 10 ), life skills were positively associated with both self-compassion and resilience. This suggests that students who acquire skills such as self-awareness, emotional regulation, effective communication, and problem-solving may be better equipped to engage in self-compassionate practices and demonstrate adaptive coping in stressful situations. For example, self-awareness and emotional regulation may enable students to recognize distress signals and respond with kindness rather than self-criticism. Similarly, problem-solving and decision-making skills could bolster one’s belief in personal efficacy, a key dimension of resilience. In this way, life skills operate not only as external competencies but as facilitators of internal psychological growth , enabling the development of more enduring traits such as self-compassion and resilience. Notably, the direct path from life skills to mental health was nonsignificant, which supports the view that their beneficial effects are mediated through more proximal, internal mechanisms. This aligns with conceptualizations of life skills as enabling tools that set the stage for deeper psychological adaptation rather than directly altering distress levels. The Central Role of Self-Compassion and Resilience. Both self-compassion and resilience emerged as strong mediators, with self-compassion showing a particularly robust indirect effect. These results are consistent with prior findings suggesting that self-compassion facilitates adaptive emotional regulation, reduces self-blame and rumination, and promotes well-( 8 ). Resilience, in turn, enables students to rebound from adversity and engage in flexible, problem-focused coping strategies ( 5 , 6 ). Together, these constructs appear to serve complementary psychological functions : while resilience helps manage external stressors, self-compassion supports the internal emotional landscape. The parallel mediation model confirmed that both resources operate independently and simultaneously to channel the effects of life skills into improved mental health outcomes. Furthermore, construct validity of the instruments was confirmed through confirmatory factor analyses (CFA), ensuring that the observed effects were based on valid and psychometrically sound measurement models. All instruments demonstrated adequate model fit and strong internal consistency, lending further confidence to the interpretation of the structural model. Cultural and Contextual Considerations This study contributes novel insights from a non-Western, collectivist culture (X) , where self-compassion may manifest differently due to social norms emphasizing modesty, duty, and family interdependence. Despite these cultural differences, self-compassion retained its protective function, suggesting that its core elements—self-kindness, mindfulness, and common humanity—possess cross-cultural psychological relevance . The findings also reinforce the utility of life skills and strengths-based interventions in university settings within collectivist societies, where formal mental health resources may be less accessible. Programs that enhance life skills could provide an effective entry point for fostering deeper psychological resilience and emotional well-being in these populations. Implications for Counseling Practice and University Policy This research has several practical implications for counseling psychologists working in university settings: Integrating structured life skills training into student development programs may lay the groundwork for stronger psychological capacities. Self-compassion interventions (e.g., Compassion-Focused Therapy or Mindful Self-Compassion training) may be particularly beneficial in reducing internalized distress and enhancing emotional resilience. Resilience-building strategies , such as exposure to mastery experiences or cognitive-behavioral coping enhancement, should be considered as adjuncts to academic advising or counseling services. Emphasizing strengths-based counseling approaches that promote personal agency, internal resources, and adaptive functioning may offer long-term benefits beyond symptom reduction. For university administrators and policy-makers, these findings highlight the value of preventive, psychoeducational interventions that promote well-being at a systemic level, especially in high-stress academic environments. Limitations and Future Research Several limitations should be noted. First, the cross-sectional design precludes causal inferences. Longitudinal or experimental designs are needed to examine the temporal dynamics of the proposed model. Second, self-report measures may be subject to biases such as social desirability. Third, while construct validity was established, sampling limitations exist: participants were recruited through convenience and voluntary sampling , which may affect the generalizability of findings. Future studies should aim for more diverse and representative samples. Additional research is also needed to examine potential moderators , such as gender, socioeconomic background, or academic major. Moreover, the inclusion of other psychological mediators—such as emotional intelligence, perceived social support, or identity development—may enrich our understanding of the mechanisms underlying student mental health. Additionally, the study was conducted in a single university within a specific cultural and educational context, which may limit the generalizability of the findings to other populations and settings. The reliance on self-report questionnaires introduces the possibility of response biases, such as social desirability or recall bias. Moreover, important psychological and contextual variables not included in the model—such as social support, personality traits, physical health, or academic workload—may also contribute to mental health outcomes. Future studies should aim to recruit more diverse and representative samples across multiple institutions and cultural backgrounds, employ multi-method assessments, and test the model using longitudinal or experimental designs to strengthen causal interpretations. Conclusion This study demonstrated that life skills may indirectly influence mental health in university students by fostering resilience and self-compassion. These findings provide preliminary support for a culturally grounded, strengths-based framework that aligns with the goals of counseling psychology: to promote well-being, internal growth, and psychological flexibility. However, given the cross-sectional nature of the study, causal inferences cannot be made, and the observed relationships should be interpreted with caution. Future research using longitudinal or experimental designs is needed to more definitively establish the directionality and causality of these associations. Declarations Ethical Considerations This study was approved by the Research Ethics Committee of X (Approval Code: IR.UM.REC.1404.141). All participants were informed about the purpose of the research, the confidentiality of their responses, and their right to withdraw from the study at any time. Written informed consent was obtained from all individual participants included in the study. All procedures performed in this study involving human participants were conducted in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Consent for publication Not applicable. Availability of data and materials The datasets generated and/or analyzed during the current study are available from the corresponding author upon reasonable request. Competing interests The authors declare that they have no competing interests. Funding This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Authors' contributions Samaneh Shahi Sanobari designed the study, collected and analyzed the data, and drafted the manuscript. Bahram Ali Ghanbari Hashemabadi supervised the research process, reviewed the manuscript, and provided critical intellectual input. Both authors read and approved the final version of the manuscript. Acknowledgements The authors express their sincere gratitude to all the students who participated in this study. We also appreciate the support of the Faculty of Education and Psychology at Ferdowsi University of Mashhad. Authors’ information Samaneh Shahi Sanobari is a PhD candidate in Psychology at Ferdowsi University of Mashhad. Her academic interests focus on integrative psychotherapy, preventive interventions, life skills education, self-compassion, self-awareness, and mental health promotion among young adults. Bahram Ali Ghanbari Hashemabadi is a Professor of Psychology and Counseling at Ferdowsi University of Mashhad. His scholarly work centers on integrative psychotherapy, humanistic approaches to mental health, self-knowledge development, and preventive psychological interventions. References Auerbach RP, Mortier P, Bruffaerts R, Alonso J, Benjet C, Cuijpers P, et al. WHO world mental health surveys international college student project: Prevalence and distribution of mental disorders. Journal of abnormal psychology. 2018;127(7):623. Organization WH. Life Skills Education for Children and Adolescents in Schools Geneva: WHO; 1997 [ Saatchi MK, & Askarian, M. Psychological tests. Tehran: Roshd; 2010. Nasheeda A, Abdullah HB, Krauss SE, Ahmed NB. A narrative systematic review of life skills education: effectiveness, research gaps and priorities. International Journal of Adolescence and Youth. 2019;24(3):362-79. Connor KM, Davidson JR. Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and anxiety. 2003;18(2):76-82. Hu T, Zhang D, Wang J. A meta-analysis of the trait resilience and mental health. Personality and Individual differences. 2015;76:18-27. Neff KD. The development and validation of a scale to measure self-compassion. Self and identity. 2003;2(3):223-50. Neff KD, Germer CK. A pilot study and randomized controlled trial of the mindful self‐compassion program. Journal of clinical psychology. 2013;69(1):28-44. Finlay‐Jones AL. The relevance of self‐compassion as an intervention target in mood and anxiety disorders: A narrative review based on an emotion regulation framework. Clinical Psychologist. 2017;21(2):90-103. Lerner RM, Almerigi JB, Theokas C, Lerner JV. Positive youth development a view of the issues. The journal of early adolescence. 2005;25(1):10-6. Lazarus RS, Folkman S. Stress, appraisal, and coping: Springer publishing company; 1984. DP G. User's guide to the General Health Questionnaire. Windsor. 1988. Taghavi M. Validity and Reliability of the General Health Questionnaire (GHQ-28) in College Students of Shiraz University. Journal of Psychology. 2002;5:381-98. Mohammadi M, Jazayeri A, Rafiei A, Jokar B, Pourshahnaz A. A study on the factors affecting resilience in people at risk of substance abuse. Modern Psychological Research. 2005;1(2-3):203-24. Raes F, Pommier E, Neff KD, Van Gucht D. Construction and factorial validation of a short form of the self‐compassion scale. Clinical psychology & psychotherapy. 2011;18(3):250-5. Finaulahi KP, Sumich A, Heym N, Medvedev ON. Investigating psychometric properties of the Self-Compassion Scale using Rasch methodology. Mindfulness. 2021;12:730-40. Hoyle RH. Handbook of structural equation modeling: Guilford Publications; 2014. Tables Table 1 Descriptive statistics, reliability, skewness, kurtosis, and bivariate correlations Note: **= p < 0.01 Variables 1 2 3 4 M(SD) α Sk Ku 1.Life Skill 1 3.49(0.48) 0.93 -0.008 0.25 2.Resilience 0.47 ** 1 2.31(0.57) 0.93 -0.45 1.77 3. Self-Compassion 0.53 ** 0.54 ** 1 3.18 (0.60) 0.79 -0.01 0.10 4. Mental Health -0.36 ** -0.59 ** -0.63 ** 1 1.04 (0.54) 0.93 0.50 -0.22 Table 2 CFA fit indices for all constructs X 2 DF P X 2 /DF CFI TLI RMSEA SRMR Factor Loading Life Skill 1145.75 481 0.001 2.38 0.85 0.83 0.06 0.06 0.51–0.80 Resilience 340.76 178 0.001 1.91 0.94 0.93 0.05 0.04 0.54–0.79 Self-Compassion 100.37 39 0.001 2.57 0.94 0.89 0.07 0.06 0.42–0.83 Mental Health 519.96 264 0.001 1.97 0.94 .093 0.05 0.05 0.55–0.85 Table 3 Mediation analysis summary with direct, indirect, and total effects Independent variable Mediator Dependent variable Total effect Direct effect coefficient Indirect effect coefficient Result Life Skill Self- compassion Resilience Mental Health -0.420 0.10 -0.52 Full Mediation Additional Declarations No competing interests reported. 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1","display":"","copyAsset":false,"role":"figure","size":162520,"visible":true,"origin":"","legend":"\u003cp\u003eStandardized SEM path diagram\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7231021/v1/ec326607f4fbcfc6d651abab.jpg"},{"id":92026683,"identity":"a25d9946-95c3-4990-940e-8b3cc51ecd72","added_by":"auto","created_at":"2025-09-23 19:08:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1615253,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7231021/v1/fee630c5-2c60-4d5f-a3dc-df1f2098edb9.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"A Structural Equation Model of the Interplay Between Life Skills, Resilience, and Self- Compassion in Predicting Mental Health Among University Students","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe mental health of university students has emerged as a critical global concern, with increasing rates of anxiety, depression, and stress reported across diverse higher education settings(\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). The transitional nature of university life\u0026mdash;marked by academic demands, identity exploration, and changing social environments\u0026mdash;renders students particularly vulnerable to psychological distress during emerging adulthood. These challenges not only affect students\u0026rsquo; academic performance but may also impede their long-term personal and professional development. Accordingly, identifying and understanding modifiable protective factors that enhance mental health and well-being in this population is a growing priority in counseling psychology.\u003c/p\u003e\u003cp\u003eOne such factor is \u003cb\u003elife skills\u003c/b\u003e, broadly defined by the World Health Organization (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) as adaptive and positive psychosocial abilities that enable individuals to deal effectively with the demands of everyday life. These skills\u0026mdash;including decision-making, communication, emotional regulation, and creative thinking\u0026mdash;are teachable and can empower students to manage interpersonal conflict, cope with academic stress, and navigate emotional difficulties (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Although prior research supports the positive impact of life skills on student well-being (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e), less is known about the psychological mechanisms by which life skills may foster mental health.\u003c/p\u003e\u003cp\u003eTwo promising candidates for such mechanisms are \u003cb\u003eresilience\u003c/b\u003e and \u003cb\u003eself-compassion\u003c/b\u003e. Resilience refers to one\u0026rsquo;s ability to adapt positively to adversity and bounce back from challenges (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). Resilience is consistently associated with reduced psychological distress and enhanced mental functioning in university populations (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). \u003cb\u003eSelf-compassion\u003c/b\u003e, on the other hand, involves treating oneself with kindness, recognizing shared humanity, and maintaining mindful awareness in the face of hardship (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). It fosters emotional balance and reduces rumination, self-judgment, and anxiety (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). While the two constructs share some conceptual overlap\u0026mdash;both involve adaptive coping and emotional regulation\u0026mdash;resilience is typically framed as a response to external adversity, whereas self-compassion represents an internal relational stance toward one\u0026rsquo;s own suffering (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eImportantly, both resilience and self-compassion may function as \u003cb\u003emediators\u003c/b\u003e in the relationship between life skills and mental health. Life skills may enhance students\u0026rsquo; capacity to respond adaptively to challenges (resilience) and simultaneously cultivate a more compassionate inner dialogue during distress (self-compassion). However, research testing these dual pathways in a single, integrated model remains limited, particularly in \u003cb\u003enon-Western, collectivist contexts\u003c/b\u003e such as X, where relational and cultural norms may shape how these constructs operate. For example, cultural emphasis on family harmony and self-sacrifice may complicate the expression of self-kindness or individual autonomy, potentially influencing the protective effects of life skills and self-compassion.\u003c/p\u003e\u003cp\u003eFrom a theoretical perspective, this study is grounded in the \u003cb\u003ePositive Youth Development (PYD) framework\u003c/b\u003e (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e), which highlights the role of personal strengths such as life skills, resilience, and self-compassion in promoting adaptive functioning and psychological well-being. The \u003cb\u003eTransactional Model of Stress and Coping\u003c/b\u003e (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e) further informs our approach, suggesting that individuals\u0026rsquo; appraisal and mobilization of internal coping resources critically shape their responses to stressors.\u003c/p\u003e\u003cp\u003eThe present study addresses key gaps in the literature by testing a structural equation model in a sample of 327 undergraduate students in X. Specifically, we examine the \u003cb\u003eindirect effect of life skills on mental health through resilience and self-compassion\u003c/b\u003e, using validated, culturally adapted instruments. Mental health is operationalized through the General Health Questionnaire-28 (GHQ-28), which assesses somatic symptoms, anxiety/insomnia, social dysfunction, and depression (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). As higher scores on the GHQ-28 reflect greater psychological distress, \u003cb\u003elower scores are interpreted as better mental health outcomes\u003c/b\u003e.\u003c/p\u003e\u003cp\u003eThe research question guiding this study is: \u003cem\u003eTo what extent do life skills predict better mental health outcomes in university students, and are these effects mediated by resilience and self-compassion?\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eBased on prior theory and empirical evidence, we hypothesized\u003c/b\u003e:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eLife skills will be \u003cb\u003epositively associated\u003c/b\u003e with resilience.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eLife skills will be \u003cb\u003epositively associated\u003c/b\u003e with self-compassion.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eResilience will be \u003cb\u003enegatively associated\u003c/b\u003e with psychological distress (i.e., \u003cb\u003epositively associated with better mental health\u003c/b\u003e).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eSelf-compassion will be \u003cb\u003enegatively associated\u003c/b\u003e with psychological distress.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWe explored whether life skills are directly associated with mental health, in addition to indirect effects via resilience and self-compassion. Based on prior evidence, this pathway was expected to be weaker or non-significant.\u003c/p\u003e\u003cp\u003e6a. Resilience will \u003cb\u003eindependently mediate\u003c/b\u003e the relationship between life skills and psychological distress.\u003c/p\u003e\u003cp\u003e6b. Self-compassion will \u003cb\u003eindependently mediate\u003c/b\u003e the relationship.\u003c/p\u003e\u003cp\u003e6c. Resilience and self-compassion will \u003cb\u003ejointly and in parallel mediate\u003c/b\u003e the relationship between life skills and mental health.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eParticipants\u003c/h2\u003e\u003cp\u003eThe study sample consisted of 327 undergraduate students (233 women, 94 men) enrolled at X University of X, X. Participants ranged in age from 18 to 32 years (M\u0026thinsp;=\u0026thinsp;20.7, SD\u0026thinsp;=\u0026thinsp;4.25). Students were recruited from various academic disciplines using a convenience and volunteer sampling method. Participation was voluntary and anonymous. The sample size was deemed sufficient for structural equation modeling (SEM), following recommended guidelines for complex models.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eProcedure\u003c/h3\u003e\n\u003cp\u003eData collection was approved by the ethics committee of X University of X. Participants were informed of the study's purpose and procedures and provided informed consent prior to participation. Questionnaires were administered in paper-and-pencil format during classroom and campus-based sessions. Students completed the battery of self-report measures independently in approximately 20\u0026ndash;30 minutes. No incentives were offered, and data confidentiality was maintained throughout the study.\u003c/p\u003e\n\u003ch3\u003eMeasures\u003c/h3\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003eLife Skills\u003c/h2\u003e\u003cp\u003eLife skills were measured using the \u003cb\u003eLife Skills Questionnaire\u003c/b\u003e developed by Saatchi et al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e), specifically designed for X cultural and educational contexts. This instrument consists of \u003cb\u003e40 items\u003c/b\u003e rated on a 5-point Likert scale (1\u0026thinsp;=\u0026thinsp;strongly disagree to 5\u0026thinsp;=\u0026thinsp;strongly agree) and assesses ten core dimensions: self-awareness, life purpose, interpersonal communication, interpersonal relationships, decision-making, mental health and hygiene, problem-solving, cooperation and participation, creative thinking, and critical thinking. Higher scores indicate stronger life skills, with total scores ranging from 40 to 200. In the current study, internal consistency was excellent (Cronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;.93).\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eResilience\u003c/h3\u003e\n\u003cp\u003eResilience was assessed using the \u003cb\u003eConnor\u0026ndash;Davidson Resilience Scale (CD-RISC; Connor \u0026amp; Davidson, 2003)\u003c/b\u003e, which includes \u003cb\u003e25 items\u003c/b\u003e rated on a 5-point Likert scale (0\u0026thinsp;=\u0026thinsp;not true at all to 4\u0026thinsp;=\u0026thinsp;true nearly all the time). The scale covers five factors: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) personal competence, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) trust in instincts and tolerance of negative affect, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) acceptance of change and secure relationships, (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e) control, and (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e) spiritual influence. Total scores range from 0 to 100, with higher scores indicating greater resilience. The CD-RISC has been validated in X populations (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). In the present study, the Cronbach\u0026rsquo;s alpha was .92, indicating excellent reliability.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eSelf-Compassion\u003c/h2\u003e\u003cp\u003eSelf-compassion was measured using the \u003cb\u003eSelf-Compassion Scale \u0026ndash; Short Form (SCS-SF)\u003c/b\u003e developed by Rees et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e), based on the original scale by Neff (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). The SCS-SF consists of \u003cb\u003e12 items\u003c/b\u003e across six subscales: self-kindness, self-judgment, common humanity, isolation, mindfulness, and over-identification. Each subscale includes two items, and responses are rated on a 5-point Likert scale (1\u0026thinsp;=\u0026thinsp;almost never to 5\u0026thinsp;=\u0026thinsp;almost always). Negatively worded items (e.g., self-judgment, isolation) are reverse-scored. Higher total scores indicate greater self-compassion. The scale has been psychometrically validated in Persian populations (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). In the current study, internal consistency was acceptable (Cronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;.83).\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eMental Health\u003c/h3\u003e\n\u003cp\u003ePsychological distress was assessed using the \u003cb\u003eGeneral Health Questionnaire\u0026ndash;28 (GHQ\u0026ndash;28; Goldberg \u0026amp; Williams, 1988)\u003c/b\u003e. This widely used screening tool includes \u003cb\u003e28 items\u003c/b\u003e measuring four subscales: somatic symptoms, anxiety/insomnia, social dysfunction, and depression. Items are rated on a 4-point Likert scale (0 to 3), with higher scores reflecting greater psychological distress. A total composite score was used in this study to represent general mental health (reverse-coded so that higher scores reflect better mental health). The GHQ\u0026ndash;28 has been extensively validated in X (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e), with strong psychometric properties. In this study, Cronbach\u0026rsquo;s alpha was .81, indicating good reliability\u003c/p\u003e\n\u003ch3\u003eAnalytic Strategy\u003c/h3\u003e\n\u003cp\u003eData analysis was conducted using SPSS and AMOS (version 24). First, descriptive statistics, internal consistency (Cronbach\u0026rsquo;s alpha), and bivariate correlations among study variables were computed. Second, confirmatory factor analyses (CFA) were conducted to assess the construct validity of each scale. Third, structural equation modeling (SEM) was employed to test the hypothesized model, including direct and indirect pathways. Model fit was evaluated using standard indices: Chi-square/df (χ\u0026sup2;/df), Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Square Residual (SRMR), Comparative Fit Index (CFI), and Tucker-Lewis Index (TLI). Finally, mediation analysis was performed using bootstrapping (5,000 samples) to assess indirect effects, with 95% confidence intervals.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eDescriptive Statistics and Correlations\u003c/h2\u003e\u003cp\u003eDescriptive statistics, internal consistency estimates, and bivariate correlations among the study variables are presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. All scales demonstrated acceptable to excellent internal consistency, with Cronbach\u0026rsquo;s alphas ranging from .79 to .94. Life skills were positively correlated with resilience (r\u0026thinsp;=\u0026thinsp;.47, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and self-compassion (r\u0026thinsp;=\u0026thinsp;.53, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), and negatively correlated with psychological distress (r = \u0026ndash;.36, p\u0026thinsp;\u0026lt;\u0026thinsp;.01). Resilience and self-compassion were also positively correlated with each other (r\u0026thinsp;=\u0026thinsp;.54, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and negatively associated with psychological distress (r = \u0026ndash;.59 and r = \u0026ndash;.63, respectively; both p\u0026thinsp;\u0026lt;\u0026thinsp;.01).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eConfirmatory Factor Analyses (CFA)\u003c/h2\u003e\u003cp\u003eTo assess the construct validity of each measurement instrument, separate confirmatory factor analyses (CFAs) were conducted. All scales demonstrated adequate model fit. For example, the CFA for life skills yielded good fit indices: χ\u0026sup2;(178)\u0026thinsp;=\u0026thinsp;340.76, p\u0026thinsp;\u0026lt;\u0026thinsp;.001; CFI\u0026thinsp;=\u0026thinsp;.94; TLI\u0026thinsp;=\u0026thinsp;.93; RMSEA\u0026thinsp;=\u0026thinsp;.05; SRMR\u0026thinsp;=\u0026thinsp;.04. The self-compassion scale also showed an acceptable fit: χ\u0026sup2;(264)\u0026thinsp;=\u0026thinsp;519.96, p\u0026thinsp;\u0026lt;\u0026thinsp;.001; CFI\u0026thinsp;=\u0026thinsp;.94; TLI\u0026thinsp;=\u0026thinsp;.93; RMSEA\u0026thinsp;=\u0026thinsp;.05; SRMR\u0026thinsp;=\u0026thinsp;.05. Factor loadings across all instruments ranged from .42 to .85, indicating satisfactory item performance (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003eStructural Equation Modeling (SEM)\u003c/h2\u003e\u003cp\u003eThe hypothesized structural model showed acceptable fit to the data: χ\u0026sup2;(238)\u0026thinsp;=\u0026thinsp;685.71, p\u0026thinsp;\u0026lt;\u0026thinsp;.001; CFI\u0026thinsp;=\u0026thinsp;.90; RMSEA\u0026thinsp;=\u0026thinsp;.06; SRMR\u0026thinsp;=\u0026thinsp;.10. Standardized path coefficients are depicted in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Life skills significantly predicted both self-compassion (β\u0026thinsp;=\u0026thinsp;.51, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and resilience (β\u0026thinsp;=\u0026thinsp;.35, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), but its direct association with mental health was nonsignificant (β\u0026thinsp;=\u0026thinsp;.10, p\u0026thinsp;=\u0026thinsp;.19). In contrast, both resilience (β = \u0026ndash;.30, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and self-compassion (β = \u0026ndash;.69, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) were significantly and negatively associated with psychological distress. The model accounted for 13% of the variance in mental health.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eMediation Analyses\u003c/h2\u003e\u003cp\u003eBootstrapping procedures with 5,000 resamples were used to examine the indirect effects of life skills on mental health via resilience and self-compassion. Results revealed significant indirect effects through both mediators. Specifically, the \u003cb\u003etotal indirect effect\u003c/b\u003e was significant (β = \u0026ndash;.52, SE\u0026thinsp;=\u0026thinsp;.11, 95% CI [\u0026ndash;.77, \u0026ndash;.33], p\u0026thinsp;\u0026lt;\u0026thinsp;.001). The \u003cb\u003eindirect effect through self-compassion\u003c/b\u003e was larger (β = \u0026ndash;.27, SE\u0026thinsp;=\u0026thinsp;.08, 95% CI [\u0026ndash;.47, \u0026ndash;.15], p\u0026thinsp;\u0026lt;\u0026thinsp;.001) than that through resilience (β = \u0026ndash;.08, SE\u0026thinsp;=\u0026thinsp;.03, 95% CI [\u0026ndash;.16, \u0026ndash;.03], p\u0026thinsp;\u0026lt;\u0026thinsp;.001). The \u003cb\u003edirect effect\u003c/b\u003e of life skills on mental health was nonsignificant, indicating \u003cb\u003efull mediation\u003c/b\u003e by the two psychological resources (see Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eSummary of Hypothesis Testing\u003c/h2\u003e\u003cp\u003eHypotheses 1 through 4 and 6a\u0026ndash;6c were supported by the data. Although a direct relationship between life skills and mental health was explored (Hypothesis 5), this association was nonsignificant, providing further evidence for the mediating roles of resilience and self-compassion.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe present study examined how life skills influence mental health in university students, focusing on the mediating roles of self-compassion and resilience. Using structural equation modeling, the findings supported a full mediation model in which life skills were indirectly associated with better mental health via both mediators. The model accounted for \u003cb\u003e13% of the variance in psychological distress\u003c/b\u003e, as measured by the GHQ-28.\u003c/p\u003e\u003cp\u003eWhile 13% may appear modest, this level of explained variance is considered acceptable in psychological models addressing complex human experiences, where multiple interacting factors contribute to mental health outcomes (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). This also highlights the likelihood that additional psychological, social, and contextual variables\u0026mdash;such as emotional intelligence, academic pressure, or family dynamics\u0026mdash;may further influence student mental health and warrant investigation in future research.\u003c/p\u003e\u003cp\u003e\u003cb\u003eLife Skills as Foundational Competencies.\u003c/b\u003eThe results emphasize that life skills serve as foundational personal assets that facilitate the development of broader internal strengths. In line with the Positive Youth Development framework (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e), life skills were positively associated with both self-compassion and resilience. This suggests that students who acquire skills such as self-awareness, emotional regulation, effective communication, and problem-solving may be better equipped to engage in self-compassionate practices and demonstrate adaptive coping in stressful situations.\u003c/p\u003e\u003cp\u003eFor example, \u003cb\u003eself-awareness and emotional regulation\u003c/b\u003e may enable students to recognize distress signals and respond with kindness rather than self-criticism. Similarly, \u003cb\u003eproblem-solving and decision-making skills\u003c/b\u003e could bolster one\u0026rsquo;s belief in personal efficacy, a key dimension of resilience. In this way, life skills operate not only as external competencies but as \u003cb\u003efacilitators of internal psychological growth\u003c/b\u003e, enabling the development of more enduring traits such as self-compassion and resilience.\u003c/p\u003e\u003cp\u003eNotably, the \u003cb\u003edirect path\u003c/b\u003e from life skills to mental health was nonsignificant, which supports the view that their beneficial effects are mediated through more proximal, internal mechanisms. This aligns with conceptualizations of life skills as enabling tools that set the stage for deeper psychological adaptation rather than directly altering distress levels.\u003c/p\u003e\u003cp\u003e\u003cb\u003eThe Central Role of Self-Compassion and Resilience.\u003c/b\u003eBoth self-compassion and resilience emerged as strong mediators, with self-compassion showing a particularly robust indirect effect. These results are consistent with prior findings suggesting that self-compassion facilitates adaptive emotional regulation, reduces self-blame and rumination, and promotes well-(\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Resilience, in turn, enables students to rebound from adversity and engage in flexible, problem-focused coping strategies (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTogether, these constructs appear to serve \u003cb\u003ecomplementary psychological functions\u003c/b\u003e: while resilience helps manage external stressors, self-compassion supports the internal emotional landscape. The parallel mediation model confirmed that both resources operate independently and simultaneously to channel the effects of life skills into improved mental health outcomes.\u003c/p\u003e\u003cp\u003eFurthermore, \u003cb\u003econstruct validity of the instruments\u003c/b\u003e was confirmed through confirmatory factor analyses (CFA), ensuring that the observed effects were based on valid and psychometrically sound measurement models. All instruments demonstrated adequate model fit and strong internal consistency, lending further confidence to the interpretation of the structural model.\u003c/p\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003eCultural and Contextual Considerations\u003c/h2\u003e\u003cp\u003eThis study contributes novel insights from a \u003cb\u003enon-Western, collectivist culture (X)\u003c/b\u003e, where self-compassion may manifest differently due to social norms emphasizing modesty, duty, and family interdependence. Despite these cultural differences, self-compassion retained its protective function, suggesting that its core elements\u0026mdash;self-kindness, mindfulness, and common humanity\u0026mdash;possess \u003cb\u003ecross-cultural psychological relevance\u003c/b\u003e.\u003c/p\u003e\u003cp\u003eThe findings also reinforce the utility of life skills and strengths-based interventions in university settings within collectivist societies, where formal mental health resources may be less accessible. Programs that enhance life skills could provide an effective entry point for fostering deeper psychological resilience and emotional well-being in these populations.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003eImplications for Counseling Practice and University Policy\u003c/h2\u003e\u003cp\u003eThis research has several practical implications for counseling psychologists working in university settings:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eIntegrating structured life skills training\u003c/b\u003e into student development programs may lay the groundwork for stronger psychological capacities.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eSelf-compassion interventions\u003c/b\u003e (e.g., Compassion-Focused Therapy or Mindful Self-Compassion training) may be particularly beneficial in reducing internalized distress and enhancing emotional resilience.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eResilience-building strategies\u003c/b\u003e, such as exposure to mastery experiences or cognitive-behavioral coping enhancement, should be considered as adjuncts to academic advising or counseling services.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eEmphasizing \u003cb\u003estrengths-based counseling approaches\u003c/b\u003e that promote personal agency, internal resources, and adaptive functioning may offer long-term benefits beyond symptom reduction.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003eFor university administrators and policy-makers, these findings highlight the value of \u003cb\u003epreventive, psychoeducational interventions\u003c/b\u003e that promote well-being at a systemic level, especially in high-stress academic environments.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003eLimitations and Future Research\u003c/h2\u003e\u003cp\u003eSeveral limitations should be noted. First, the \u003cb\u003ecross-sectional design\u003c/b\u003e precludes causal inferences. Longitudinal or experimental designs are needed to examine the temporal dynamics of the proposed model. Second, \u003cb\u003eself-report measures\u003c/b\u003e may be subject to biases such as social desirability. Third, while construct validity was established, \u003cb\u003esampling limitations\u003c/b\u003e exist: participants were recruited through \u003cb\u003econvenience and voluntary sampling\u003c/b\u003e, which may affect the generalizability of findings. Future studies should aim for more diverse and representative samples.\u003c/p\u003e\u003cp\u003eAdditional research is also needed to examine potential \u003cb\u003emoderators\u003c/b\u003e, such as gender, socioeconomic background, or academic major. Moreover, the inclusion of other psychological mediators\u0026mdash;such as emotional intelligence, perceived social support, or identity development\u0026mdash;may enrich our understanding of the mechanisms underlying student mental health.\u003c/p\u003e\u003cp\u003eAdditionally, the study was conducted in a single university within a specific cultural and educational context, which may limit the generalizability of the findings to other populations and settings. The reliance on self-report questionnaires introduces the possibility of response biases, such as social desirability or recall bias. Moreover, important psychological and contextual variables not included in the model\u0026mdash;such as social support, personality traits, physical health, or academic workload\u0026mdash;may also contribute to mental health outcomes. Future studies should aim to recruit more diverse and representative samples across multiple institutions and cultural backgrounds, employ multi-method assessments, and test the model using longitudinal or experimental designs to strengthen causal interpretations.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study demonstrated that life skills may indirectly influence mental health in university students by fostering resilience and self-compassion. These findings provide preliminary support for a culturally grounded, strengths-based framework that aligns with the goals of counseling psychology: to promote well-being, internal growth, and psychological flexibility. However, given the cross-sectional nature of the study, causal inferences cannot be made, and the observed relationships should be interpreted with caution. Future research using longitudinal or experimental designs is needed to more definitively establish the directionality and causality of these associations.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was approved by the Research Ethics Committee of X (Approval Code: IR.UM.REC.1404.141). All participants were informed about the purpose of the research, the confidentiality of their responses, and their right to withdraw from the study at any time. Written informed consent was obtained from all individual participants included in the study. All procedures performed in this study involving human participants were conducted in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analyzed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSamaneh Shahi Sanobari designed the study, collected and analyzed the data, and drafted the manuscript. Bahram Ali Ghanbari Hashemabadi supervised the research process, reviewed the manuscript, and provided critical intellectual input. Both authors read and approved the final version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors express their sincere gratitude to all the students who participated in this study. We also appreciate the support of the Faculty of Education and Psychology at Ferdowsi University of Mashhad.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; information \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSamaneh Shahi Sanobari is a PhD candidate in Psychology at Ferdowsi University of Mashhad. Her academic interests focus on integrative psychotherapy, preventive interventions, life skills education, self-compassion, self-awareness, and mental health promotion among young adults.\u003c/p\u003e\n\u003cp\u003eBahram Ali Ghanbari Hashemabadi is a Professor of Psychology and Counseling at Ferdowsi University of Mashhad. His scholarly work centers on integrative psychotherapy, humanistic approaches to mental health, self-knowledge development, and preventive psychological interventions.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAuerbach RP, Mortier P, Bruffaerts R, Alonso J, Benjet C, Cuijpers P, et al. WHO world mental health surveys international college student project: Prevalence and distribution of mental disorders. Journal of abnormal psychology. 2018;127(7):623.\u003c/li\u003e\n\u003cli\u003eOrganization WH. Life Skills Education for Children and Adolescents in Schools Geneva: WHO; 1997 [\u003c/li\u003e\n\u003cli\u003eSaatchi MK, \u0026amp; Askarian, M. Psychological tests. Tehran: Roshd; 2010.\u003c/li\u003e\n\u003cli\u003eNasheeda A, Abdullah HB, Krauss SE, Ahmed NB. A narrative systematic review of life skills education: effectiveness, research gaps and priorities. International Journal of Adolescence and Youth. 2019;24(3):362-79.\u003c/li\u003e\n\u003cli\u003eConnor KM, Davidson JR. Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and anxiety. 2003;18(2):76-82.\u003c/li\u003e\n\u003cli\u003eHu T, Zhang D, Wang J. A meta-analysis of the trait resilience and mental health. Personality and Individual differences. 2015;76:18-27.\u003c/li\u003e\n\u003cli\u003eNeff KD. The development and validation of a scale to measure self-compassion. Self and identity. 2003;2(3):223-50.\u003c/li\u003e\n\u003cli\u003eNeff KD, Germer CK. A pilot study and randomized controlled trial of the mindful self‐compassion program. Journal of clinical psychology. 2013;69(1):28-44.\u003c/li\u003e\n\u003cli\u003eFinlay‐Jones AL. The relevance of self‐compassion as an intervention target in mood and anxiety disorders: A narrative review based on an emotion regulation framework. Clinical Psychologist. 2017;21(2):90-103.\u003c/li\u003e\n\u003cli\u003eLerner RM, Almerigi JB, Theokas C, Lerner JV. Positive youth development a view of the issues. The journal of early adolescence. 2005;25(1):10-6.\u003c/li\u003e\n\u003cli\u003eLazarus RS, Folkman S. Stress, appraisal, and coping: Springer publishing company; 1984.\u003c/li\u003e\n\u003cli\u003eDP G. User\u0026apos;s guide to the General Health Questionnaire. Windsor. 1988.\u003c/li\u003e\n\u003cli\u003eTaghavi M. Validity and Reliability of the General Health Questionnaire (GHQ-28) in College Students of Shiraz University. Journal of Psychology. 2002;5:381-98.\u003c/li\u003e\n\u003cli\u003eMohammadi M, Jazayeri A, Rafiei A, Jokar B, Pourshahnaz A. A study on the factors affecting resilience in people at risk of substance abuse. Modern Psychological Research. 2005;1(2-3):203-24.\u003c/li\u003e\n\u003cli\u003eRaes F, Pommier E, Neff KD, Van Gucht D. Construction and factorial validation of a short form of the self‐compassion scale. Clinical psychology \u0026amp; psychotherapy. 2011;18(3):250-5.\u003c/li\u003e\n\u003cli\u003eFinaulahi KP, Sumich A, Heym N, Medvedev ON. Investigating psychometric properties of the Self-Compassion Scale using Rasch methodology. Mindfulness. 2021;12:730-40.\u003c/li\u003e\n\u003cli\u003eHoyle RH. Handbook of structural equation modeling: Guilford Publications; 2014.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDescriptive statistics, reliability, skewness, kurtosis, and bivariate correlations Note: **= p\u0026thinsp;\u0026lt;\u0026thinsp;0.01\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eM(SD)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eα\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eSk\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eKu\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1.Life Skill\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e3.49(0.48)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-0.008\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.25\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2.Resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.47\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e2.31(0.57)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-0.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e1.77\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3. Self-Compassion\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.53\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.54\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e3.18 (0.60)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.79\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-0.01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4. Mental Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-0.36\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e-0.59\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-0.63\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e1.04 (0.54)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e-0.22\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCFA fit indices for all constructs\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"10\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eX\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDF\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eP\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eX\u003csup\u003e2\u003c/sup\u003e/DF\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCFI\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eTLI\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eRMSEA\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSRMR\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c10\"\u003e\u003cp\u003eFactor Loading\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLife Skill\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1145.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e481\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.83\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e\u003cp\u003e0.51\u0026ndash;0.80\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eResilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e340.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e178\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1.91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e\u003cp\u003e0.54\u0026ndash;0.79\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSelf-Compassion\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e100.37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e\u003cp\u003e0.42\u0026ndash;0.83\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMental Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e519.96\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e264\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1.97\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.093\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e\u003cp\u003e0.55\u0026ndash;0.85\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eMediation analysis summary with direct, indirect, and total effects\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIndependent variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMediator\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDependent variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTotal effect\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eDirect effect coefficient\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eIndirect effect coefficient\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eResult\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"1\" nameend=\"c8\" namest=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLife Skill\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSelf- compassion\u003c/p\u003e\u003cp\u003eResilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMental Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-0.420\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-0.52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003eFull Mediation\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Life skills, Self-compassion, Resilience, Psychological distress, University students, Counseling interventions","lastPublishedDoi":"10.21203/rs.3.rs-7231021/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7231021/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eObjective\u003c/h2\u003e\u003cp\u003eThis study examined the indirect relationship between life skills and mental health in university students, focusing on the mediating roles of self-compassion and resilience. The study aimed to inform strengths-based counseling interventions targeting emerging adults facing academic and emotional challenges.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e\u003cp\u003eA cross-sectional design was employed with 327 undergraduate students (M\u0026thinsp;=\u0026thinsp;20.7, SD\u0026thinsp;=\u0026thinsp;4.25) from X University of X, X. Participants completed validated measures of life skills, self-compassion, resilience, and psychological distress. Structural equation modeling (SEM) and bootstrapped mediation analysis (5,000 resamples) were conducted.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eLife skills were positively associated with both self-compassion and resilience. Self-compassion and resilience, in turn, were negatively associated with psychological distress. The direct effect of life skills on mental health was nonsignificant. However, both self-compassion and resilience fully mediated the relationship between life skills and mental health. The model accounted for 13% of the variance in psychological distress.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e\u003cp\u003eThese findings suggest that life skills may enhance student mental health primarily by fostering internal psychological resources. Counseling interventions that integrate life skills training with approaches that promote self-compassion and resilience could potentially reduce distress and support well-being in university settings, although longitudinal or experimental studies are needed to confirm these effects.\u003c/p\u003e","manuscriptTitle":"A Structural Equation Model of the Interplay Between Life Skills, Resilience, and Self- Compassion in Predicting Mental Health Among University Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-23 18:52:06","doi":"10.21203/rs.3.rs-7231021/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"149666220101087440182164259173476663427","date":"2025-09-17T03:12:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"147994794425236976233345053784066847290","date":"2025-09-15T13:54:21+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-15T11:50:49+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-10T05:23:32+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-19T06:04:57+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-08-19T05:24:36+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-08-15T08:32:27+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"815b1ed6-6b60-4f00-aad9-6acbe7aa9938","owner":[],"postedDate":"September 23rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-09-23T18:52:06+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-23 18:52:06","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7231021","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7231021","identity":"rs-7231021","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}